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OOLOGAH-TALALA PUBLIC SCHOOLS

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Standards of Behavior

STUDENT CODE OF CONDUCT

At Oologah-Talala Public Schools, students are expected to be courteous, respectful, and responsible. They should model appropriate behavior and show care and consideration for themselves, others, and school property.

School rules and procedures are designed to ensure the safety, well-being, and success of all students. Every student has the right to receive an education in an environment that is safe, respectful, and free from distractions, threats, or disruption.

  • Education is most effective when clear, fair, and consistent behavior expectations are in place. Most disciplinary actions follow a progressive discipline model, with increasing consequences for repeated or serious infractions:

    1. After School Detention (ASD)

    2. Intervention Room (Extended Detention)

    3. In-School Detention (ISD)

    4. Suspension

    5. Expulsion

    Note: The level of discipline may be adjusted based on individual circumstances. Some offenses warrant immediate, more serious consequences due to their severity (zero tolerance behaviors).

    The code of conduct ensures an orderly and safe environment where every student can learn. Our standards are high because our expectations are high. School discipline aims to correct behaviors that interfere with education. Students who are self-disciplined take responsibility for their actions and stay engaged in learning, while others may need external guidance to meet expectations. Chronic rule violators are those who do not respond to minor corrections for general misconduct. Progressive disciplinary measures or any serious first offense may result in suspension.

    • Middle School: Refer to the [OMS Discipline Rubric] or Appendix C of the handbook.

    • High School: Refer to the [OHS Discipline Rubric] or Appendix D of the handbook.

    These rubrics outline specific behaviors and the corresponding disciplinary responses to help ensure consistent enforcement.

  • Discipline is not solely about punishment—it is a tool to teach responsibility and correct inappropriate behaviors that interfere with the educational process.
    Students who are self-disciplined tend to stay engaged in learning and demonstrate personal accountability. Others may need external guidance and support to meet behavior expectations.

    Chronic behavior issues or significant first offenses may result in higher-level interventions, including suspension or expulsion, if necessary.

  • If a student’s presence poses a continuous danger to people or property, or causes a significant disruption to the academic process, a school administrator may remove the student from class or activities immediately—without requiring the formal disciplinary process in advance.

  • Teachers are the first line of support and discipline in the classroom. Disruptive behavior not only impacts the student’s own learning but also infringes on the right of others to learn.

    • Teachers will communicate with parents/guardians when classroom behavior becomes a concern.

    • Parent-teacher collaboration is encouraged to support behavior improvement and academic progress.

    • Teachers may assign consequences such as after-school detentions, classroom detentions, or additional learning assignments to address disruptive conduct.

  • Students who commit serious violations of the code of conduct may enter the disciplinary process at an advanced level, regardless of whether it is a first-time offense. Refusal to cooperate or provide information during the due process hearing may result in increased penalties. School administration reserves the right to impose a harsher penalty based on the severity of the infraction or the student’s level of cooperation during the investigation.